This document outlines the roles of learners and teachers in a language learning classroom. Learners listen, repeat what the teacher says, respond to questions and commands, and ask each other questions. The teacher serves as a model, becomes skilled at their role, summarizes their responsibilities which include timing oral practice, revision, adjusting to individual needs, testing, and developing activities beyond the textbook. Instructional materials include textbooks and visual aids. The teaching procedure involves pronunciation, revision, presenting new vocabulary or structures, oral practice, and reading or writing exercises on the new material. The conclusion discusses the presentation-practice-production model lesson and how communicative language teaching later challenged this approach.

1. Learner roles
 Listen and repeat what teacher says
 respond the question and commands
 Asking each other questions

2. Teacher Roles
 Serves as a model
 becomes more like the skillful

3. Summarizes the teacher’s
responsibilities
 timing
 oral practice
 revision
 adjusment to special needs of individuals
 testing
 developming language activitis other
than those arising from the text book

4. The role instructional materials
 text book
 visual aids

5. Procedure
 pronunciation
 revision
 presentation of new structure or
vocubulary
 oral practice
 reading of material on the new structure
or written exercises

6. Conclusion
 The essential features of SLT are seen in the “P-P-P” lesson model that
thousands of teachers who studied for the RSA/Cambridge Certificate in
TEFL were required to master in the 1980s and early 1990s, with a lesson
having three phases: presentation (introduction of a new teaching item in
context), Practice (controlled practice of the item), and Production (a freer
practice phase) (Willis and Willis 1996). In the mid-1960s, however, the
view of language, language learning, and language teaching underlying
Situstionsl Language Teaching was called into question. We discuss this
reaction and how it led to Communicative Language Teaching in Chapter
14. But because the principles of Situation Language Teaching, with its
strong emphasis on oral practice, grammar, and sentence patterns,
conform to the intuitions of many language teachers and offer a practical
methodology suted to countries where national EFL/ESL syllabuses